THE (IN)VISIBILITY OF BLACK IDENTITIES IN PORTUGUESE TEXTBOOKS: INTERCULTURAL ANALYSIS OF KNOWLEDGE IN CIRCULATION IN BRAZILIAN SOCIETY

Authors

Abstract

This article discusses the ideological and sociocultural principles that guide language teaching practices in two Portuguese textbooks (Mother Language and Additional Language) to analyze how language contributes to the construction of social identities. The concepts of interculturality (WASH, 2009), identity construction (HALL, 2007; GOMES, 2003) and intersectionality (CRENSHAW, 2002; AKOTIRENE, 2019) supported the comparison between textbooks and they made it possible to observe how the structural racism of Brazilian society is represented in each of them. Based on documentary research, of an interpretative nature, a corpus was constituted with texts, images and activities that addressed the black identity (GOMES, 2003) in the two works. The results show that black identities have restricted space in both books, contributing to the maintenance of the invisibility of black identities, and that only the book for foreigners presents black people in a situation of social ascension. This worries us to find alternatives to discuss the diversity that characterizes Brazilian society at school.

Author Biography

Jakelliny Almeida Santos, Universidade Federal de Sergipe

Acadêmica em Letras Português e Espanhol pela Universidade Federal de Sergipe (UFS). Bolsista de Iniciação Científica pelo Conselho Nacional de Desenvolvimento Científico e Tecnológico (PIBIC/CNPq). Integrante do Grupo de Pesquisa DInterLin (Diálogos Interculturais e Linguísticos).

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Published

2023-03-24

Issue

Vol. 44 (2022)

Section

Artigos Tema Livre

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